Teaching- A NOBLE PROFESSION(SELF ANALYSIS)
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The document discusses the noble profession of teaching. It presents 20 questions for teachers to self-reflect on aspects like their passion for teaching, knowledge of the school's vision, punctuality, flexibility, preparation methods, and interest in students' futures. The document emphasizes that great teachers inspire students and act as role models who can positively influence students' development. It outlines challenges today's teachers face like peer pressure and urges teachers to be available as godly mentors to guide students like a potter shapes clay.
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Academic Staff College of the Jawaharlal Nehru Technological University, Hyderabad organized an Orientation Programme, for University Teachers, from the Information Technology area. A half-day session was allotted for two topics, viz. Becoming a Better Teacher and Values in Education. The facilitator, i.e. my self, feels that the inclusion of these is done with a view to motivate the teachers to teach with greater commitment. Teachers must be motivated to become better teachers, without which the quality of education cannot be improved for generations together. When the teachers realize the important role they are playing, it is hoped that they would raise to the occasion and add love to the responsible job they are doing, and create the necessary impact. It is better to view both the power point presentations. The live recording of the speech can be listened to / downloaded, by visiting www.archive.org and searching for Prof. V. Viswanadham, The two power point presentations can be viewed at www.scribd.com and search for Viswam.vangapally4581, and / or www.slideshare.net/viswanadham
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Schools shape society by transmitting cultural values and norms to children. They also sort and select students to fill different roles in society, providing credentials to determine career opportunities. As social institutions, schools promote political integration and national identity. They also serve as agents of social change by conducting research and developing new knowledge and skills. Overall, schools prepare students for their future social and occupational roles through anticipatory socialization and job training. However, critics argue that schools primarily serve to maintain the status quo and reproduce existing social inequalities.
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The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.
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This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
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This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
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The document discusses 6 key features of curriculum design: the teacher, learners, knowledge/skills/values, strategies/methods, performance, and community partnerships. It also outlines 3 approaches to curriculum design: learner-centered focuses on student needs/interests; subject-centered prioritizes subject matter; and problem-centered uses problem-solving to develop independent, civic-minded learners.
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The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
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The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
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Three key elements define quality in education according to UNESCO and UNICEF:
1) Quality learners who are healthy, supported by families and communities
2) Quality learning environments that are safe, protective with adequate facilities
3) Quality processes including well-trained teachers who use child-centered teaching and assessment to reduce disparities
Global concerns regarding these elements include ensuring healthy, nourished students; safe, inclusive schools; literacy and numeracy in curricula; and outcomes such as community participation and lifelong learning. Quality education prepares students for productive lives.
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This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
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The document discusses curriculum innovations in the Philippines, including the 2002 Basic Education Curriculum (BEC), Third Elementary Education Program (TEEP), and Secondary Education Improvement and Development Program (SEDIP). It then focuses on describing the key features of the K-12 Basic Education Curriculum. The K-12 program extended basic education to 12 years by adding 2 additional years to secondary education and implementing reforms such as strengthening early childhood education and ensuring an integrated and seamless learning system. The goal is to better prepare students for tertiary education, employment, and entrepreneurship.
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these give description about the ethics in the profession of teaching which gives the knowledge for teachers about how to behave with students which includes all aspects of behaving for teachers including behaviour with students, parents. it also gives direction for both teachers and students to improve the quality of study it also includes moral values to be used by teachers to teach students it contains unique designs if you want any personalised powerpoint presentation for any purpose you can contact this profile I am nothing but a student and I am getting ready to help other people who are unaware of powerpoint presentations at a nominal fee ca be adjusted according to your needs and specific time duration have to be given initially so that I can specifically design powerpoint presentation in the Telugu language now here I am uploading some sample powerpoint presentation so that you can see and inform right here in this platform thanking you
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The document discusses how to become a better teacher. It emphasizes that teachers must commit to continuous self-improvement and bring out the best in their students. A teacher affects eternity and shapes future citizens, so they must equip themselves and their students for the future. To be an effective teacher requires being committed, affectionate, patient, and serious about teaching students and helping them learn.
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Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
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Teaching- A NOBLE PROFESSION(SELF ANALYSIS)
- 1. THE NOBLE PROFESSION PRESENTED BY: SIRIL SAM ECE DEPT , KARUNYA UNIVERSITY
- 2. TEACHING IS THE ONLY PROFESSION THAT TEACHES ALL OTHER PROFESSIONS
- 3. KNOW YOURSELF AS A TEACHER WHERE YOU STAND
- 4. 1. WHAT HAS BROUGHT YOU TO THIS PROFESSION? A)COMPULSION B)CONVINIENCE C)PASSION
- 5. 2.HOW WELL DO YOU KNOW ABOUT SCHOOL AND ITS VISION? A) LESS B)PARTLY C)ALL
- 6. 3. IF WE WERE TO ASK YOUR COLLEAGUES,WHAT WOULD YOU THEY SAY ABOUT YOUR PUNCTUALITY AND JOB PERFORMANCE? A)BAD B)FAIR C)GOOD
- 7. 4.HOW WELL DO YOU UTILISE YOUR FREE-TIME AT SCHOOL? A)POOR B)PARTLY C)EFFECTIVE
- 8. 5.ARE YOU FLEXIBLE TO MEET YOUR COLLEAGUES INCONVINIENCES,’HOUR-SHIFTS’? A)NEVER B)OCCASIONALLY C)ALWAYS
- 9. 6)WOULD YOU PREFER CONTINUING TEACHING HAVING OFFERED WITH DIFFERENT CHOICE? A)NO B)PARTLY C)YES
- 10. 7. I HAVE CURSED SOME OF MY STUDENTS. A)OFTEN B)RARELY C)NEVER
- 11. 8.AFTER EVERY CLASS,I REFLECT ON HOW IT WENT. A)NEVER B)OCCASIONALLY C)DAILY
- 12. 9. I TAKE INITIATIVE TO MEET MY STUDENTS PARENTS AND REPORT ABOUT HIS/HER PERFORMANCE. A)NO B)DEPENDS C)YES
- 13. 10.MY STUDENTS VALUE MY CHARACTER AND WISH TO BE LIKE ME. A)NO B)NOT SURE C)TRUE
- 14. 11. I AM AVAILABLE TO STUDENTS EVEN AFTER REGULAR HOURS. A)NO B)NEVER C)ANYTIME
- 15. 12. I PREFER ‘EFFECTIVE’ RATHER THAN ‘EASY’ MODES OF TEACHING. A)NO B)DEPENDS C)ALWAYS
- 16. 13. I SPEND EXTRA TIME AT HOME,PREPARING FOR NEXT CLASS. A)NEVER B)SOMETIMES C)EVERYDAY
- 17. 14. MY CLASSES ARE INTERACTIVE AND I EMPHASIS ON IT? A)NO B)PARTLY C)ALWAYS
- 18. 15.I USE DIFFERENT MODES OF TEACHING TO MAKE MY CLASS LIVELY. A)NOT KEEN B)OCCASIONALLY C)DAILY
- 19. 16.I CAN IMMEDIATELY SENSE IF STUDENTS IS LOSING CONCENTRATION A)NOT BOTHERED B)SOMETIMES C)ALWAYS
- 20. 17.HOW INTRESTED ARE YOU IN YOUR STUDENTS FUTURE? A)NOT BOTHERED B)DEPENDS C)ITS MY FOCUS
- 21. 18. I USE SEVERAL PRACTICAL ILLUSTRATIONS TO FACILITATE MY STUDENTS TO UNDERSTAND BETTER. A)NO B)DEPENDS C)ALWAYS
- 22. 19.DO YOU UPDATE YOURSELF WITH LATEST NEWS? A)NO B)PARTLY C)ALWAYS
- 23. 20. ARE YOU FAMALIAR WITH LATEST TECHNOLOGIES/GADGETS? A)NO B)SOME C)YES
- 24. YOUR SCORE: A= x(1)= B= x(3)= C= x(5)= TOTAL= /100
- 25. INSPIRE STUDENTS: THE MEDIOCRE TEACHER TELLS. THE GOOD TEACHER EXPLAINS THE SUPERIOR TEACHER DEMONSTRATES. THE GREAT TEACHER INSPIRES
- 26. DEFINE A TEACHER: A TEACHER IS A MODEL FOR HIS/HER STUDENTS TEACHER IS A CATALYST WHO INSPIRES/INFLUENCES OTHERS FOR POSITIVE TRANSFORMATIONS IN ONES SELF A TEACHER IS THE PERSON WHO CHANGES ALL-”I CAN’T” INTO “I CAN”! TEACHER IS ONE WHO CAN INCULCATE GOOD BEHAVIOUR AND CHARACTER.
- 27. WHAT DO YOU THINK ABOUT YOUR PROFESSION? MOULDING STUDENTS INTO USEFUL INSTRUMENTS TO BE BENEFICIAL TO THE SOCIETY ITS NOT JOKE TO BE A TEACHER CARRIES ALL BURDENS AND RESPONSIBLITIES
- 28. PROBLEMS & TODAYS CHALLENGES: PEER PRESSURE COMPETITION & CHALLENGES EXPLOITATION BY MEDIA-TECHNOLOGICAL DEPARTMENTS ADDICTION & BONDAGES DEVIATIONS AND CHANGING LIFESTYLE BULLYING OF STUDENTS BY SENIOR STUDENTS FAMILY PROBLEMS FACED BY STUDENTS STUDENTS LOOSING HOPE IN THEIR LIFE
- 29. ARE YOU LISTENING? LACK OF GODLY MENTORS RESULT IN A CASE SIMILAR TO BLIND LEADING ANOTHER BLIND. THIS WILL RESULT IN PAINFUL CONSEQUENCES YOUNG PEOPLE TODAY LOOK OUT FOR GODLY MENTORS. YOU CAN DESTROY OR BUILD A CHILDS FUTURE. YOUR STUDENTS NEEDS YOU! ARE YOU AVAILABLE???
- 32. ARE YOU AVAILABLE TO BE A GODLY MENTOR? I WENT TO A POTTERS HOUSE,AND HE WAS WORKING THERE AT HIS WHEEL ,WHENEVER A CLAY POT HE WAS WORKING ON WAS RUINED,HE WOULD REWORK ON IT INTO A NEW CLAY POT THE WAY HE WANTD TO MAKE IT. SIMILARLY,GOD IS THE POTTER AND WE ARE THE CLAY. IN YOUR PROFESSION,YOU ARE SIMILAR TO POTTER AND YOUR STUDENTS ARE LIKE CLAY.YOU ARE RESPONSIBLE TO SHAPE THEM UP INTO A STRONG,USEFUL,BEAUTIFUL VESSEL.(ATTITUDE,CHARACTER,PERSPECTIVE,BEHAVIOUR,etc)